Self-regulated learning

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2 Self-regulated learning

According to Bandura, self-regulation strongly depends self-efficacy theory self-efficacy beliefs. “ Perceived self-efficacy influences the level of goal challenge people set for themselves, the amount of effort they mobilize, and their pesistence in the face of difficulties. Perceived self-efficacy is theorized to invludence performance accomplishments both directly and indirectly through its influences on self-set goals.” Zimmerman et al. (1992: 665)

According to Zimmerman et al. (1992: 664), self-regulated learners direct their learning processes and attainments by

setting challenging goals for themselves

applying appropriate strategies to achieve their goals,

and by enlisting self-regulative invludences that motivate and guide their efforts.

In addition, “ self-regulated learners exhibit a high sense of efficacy in their capabilities, which influences the knowledge and skill goals they set for tehmselves and their commitment to fulfill these challenges [...]. This conception of self.directed learning not only encompasses the cognitive skills emphasized by metacognitive theorits, but also extends beyond to include the self-regulation of movtivation, the learning envionment, and social supports for self-directedness.” (Zimmerman et al. (1992: 664)

According to Chyung (2007) [1], “group of cognitive psychologists has suggested that effective learners are often self-regulated or self-directed. According to self-regulated learning (SRL) theorists, self-regulated learners are “metacognitively, motivationally, and behaviorally active participants in their own learning process” (Zimmerman, 2001, p. 5). Similarly, self-directed learning (SDL) theorists explain that self-directed learners “take the initiative, with or without the help of others, in diagnosing their learning needs, formulating learning goals, identifying human and materials resources for learning, choosing and implementing appropriate learning strategies, and evaluating learning outcomes” (Knowles, 1975, p. 18)[2].”

According to Wolters (1989) [3], “Self-regulated learners are generally characterized as active learners who efficiently manage their own learning experiences in many different ways (Schunk & Zimmerman, 1994). In theory, self-regulated learners have a large arsenal of cognitive and metacognitive strategies that they readily deploy, when necessary, to accomplish academic tasks. Also, self-regulated learners have adaptive learning goals and are persistent in their efforts to reach those goals (Pintrich & Garcia, 1991; Schunk, 1994). Finally, self-regulated students are proficient at monitoring and, if necessary, modifying their strategy use in response to shifting task demands (Butler & Winne, 1995; Zimmerman, 1989). In short, self-regulated learners are motivated, independent, and metacognitively active participants in their own learning (Zimmerman, 1990).”

The author [3] then studied the regulation of motivation. Students were asked to report their behavior with respect to several academic situations (attending a lecture, reading a textbook chapter, writing a paper, and studying for an exam), each described in three different ways: material seemed irrelevant or personally unimportant; material or task was difficult; and material was boring or uninteresting. This total of 12 situations was assessed by an open-ended questionnaire.

According to Wolters [3] Corno (1989) [4] claims that “volition concerns those processes involved in maintaining an intention or goal until it is fulfilled and is distinct from motivation that pertains only to those processes involved in the initial creation of an intention or goal.”. However, Wolters notices that the distinction between motivational and volitional processes is not always clear...

Pintrich et al (2000) [5] note that developed instruments such as the LASSI or the MSLQ to measure self-regulation are useful but more research is needed with respect to several problem areas identified.

3 Self-regulation tools

ITSs and ILEs can provide built in tools to facilitate self-regulation in learning processes by providing dynamic and intelligent regulatory feedback (Winne, 2005). Visualizations, assessments, reflective journaling, models and simulations are some options to enhancing self-regulation.

Niemi, H., Launonen, A. & Raehalme, O. (2002). Towards self-regulation and social navigation in virtual learning spaces. A paper presented at the European Conference on Educational Research 11-14 September 2002. University of Lisbon, Portugal. Paper available in Education-line database: HTML

Pintrich, Paul R.; And Others. (1991). A Manual for the Use of the Motivated Strategies for Learning Questionnaire (MSLQ).[3]

van Den Hurk, Marianne. (2006) The Relation between Self-Regulated Strategies and Individual Study Time, Prepared Participation and Achievement in a Problem-Based Curriculum.Active Learning in Higher Education: The Journal of the Institute for Learning and Teaching, v7 n2 p155-169 2006. [10]